摘要
从积极心理学视角出发,通过师范生教师职业成熟度测试工具筛选出33名高水平发展的师范生,对其进行了深入访谈,了解其成长背后的积极因素。通过对访谈结果的分析,提出高水平教师职业成熟度的师范生具有如下特征:第一,积极且端正的从教态度;第二,理解并认同教师职业素质要求;第三,较强的自我学习能力;第四,自我教育意识明显;第五,关键人物的影响。因此,未来的高师院校师范生职业教育工作可以有意识地从这些要素出发设计干预环节,以期更好地达到师范生职业教育的目的。
Thirty three students from two normal university were screened as high-scorers in teacher career maturity questionnaire（TCMQ）.They were individually interviewed about features of TCM.The features were identified：（1） Positive and correct attitude of teaching;（2） Understand and agree that teachers＇ professional requirements;（3） The level of autonomous learning ability is quite high;（4） Self-education consciousness is obvious;（5） The positive influence from the important persons in their early life.Therefore,the career education of normal school students＇ work in the future can consciously design interventions from these elements in order to better achieve the purpose of normal school students＇ career education.
出处
《东北师大学报（哲学社会科学版）》
CSSCI
北大核心
2013年第4期184-188,共5页
Journal of Northeast Normal University(Philosophy and Social Science Edition)
基金
教育部人文社会科学研究规划基金项目(10YJAXLX008)
长春师范大学社会科学项目(2010005)
吉林省教育科学"十二五"规划一般项目(GH12239)
关键词
师范生
教师职业成熟度
职业态度
职业能力
Normal School Students
Teacher Career Maturity
Teacher Career Attitude Maturity
Teacher Career Ability Maturity
